Emily Dickinson 08.11.10 || English 2327: American Literature I || - PowerPoint PPT Presentation

Emily Dickinson 08.11.10 || English 2327: American Literature I || D. Glen Smith, instructor

Emily Dickinson #216 (“Safe in Their Alabaster Chambers”) • The construction of this poem is unusual for Dickinson because she is no t resorting to her usual quatrain formula with ABAB rhyme scheme. • The meter is not her typical pattern of 4 / 3 / 4 / 3— here she uses a seemingly haphazard selection of meter: 4.5 / 2.5 / 2.5 / 5.5 / 4.5 5.5 / 4 / 2.5 / 5 / 4 • Also the two stanzas are fjve lines each, called a cinquain . 2 08.11.10 || English 2327: American Literature I || D. Glen Smith, instructor

Emily Dickinson • The rhyming words are less obvious. > In the lines exist “internalized” rhymes, and an internalized duplicate word to imply a rhyme pattern or to offer a sense of an unusual rhyme pattern; untouched appears in both lines 2 and 3. > throughout the poem she uses repeating ‘er’ sounds: their Alabaster Chambers members Resurrection Rafter Firmaments surrender 3 08.11.10 || English 2327: American Literature I || D. Glen Smith, instructor

Emily Dickinson Theme: • The fjrst stanza opens with descriptions of the Christian dead meekly awaiting their resurrection from the grave. • The images Dickinson uses suggest peace and fjnality; critics have suggested the lines evoke a sense of security, and protection from further harm that life offers— despite the manner the wording utilizes suggestiveness of cold and darkness, with the graves removed from the sun, and the various dead “Untouched by Morning and untouched by Noon”— • The second stanza consists of multiple images of circular paths, or elements made of curves and arcs: > Crescent, Worlds, scoop, Arcs, Firmaments, dots, Disc 4 08.11.10 || English 2327: American Literature I || D. Glen Smith, instructor

Emily Dickinson The theme shifts its focus at this stage to establish a sense of time as it passes slowly overhead. Just as she does in “Because I could not Stop for Death”— she wants to create a sensation of timelessness, of eternity, using images of the known solar system and its various planets spiraling in orbits. Like the inner workings of a wind-up clock, gears shifting around in circles. Years travel in crescents or arcs over the horizon, like a diagram of the constellations. The various planets, or worlds, follow suit. Even the sky is shown in this fashion through the word choice of “fjrmament,” which is the vault or expanse of the heavens; the sky overhead. 5 08.11.10 || English 2327: American Literature I || D. Glen Smith, instructor

Emily Dickinson Whereas in the fjrst stanza the bodies are static and silent, nonmoving in their meek state of being, the Universe is spinning as always, a constant clockwork in motion. • Together, the two verses show different aspects of the state of eternity, death itself, and the continual universal clock. • During this time period, as far as astronomy was concerned, people believed the Universe was an infjnite, permanent landscape. It always existed in an infjnite, immeasurable boundary of the material plane. Without change. It was not until the 1930’s that the theory of an expanding universe came into being; with this new concept, astronomers show the universe as a realm of chaotic explosions, collisions of masses of energy, a universe of continual transformation and metamorphosis. 6 08.11.10 || English 2327: American Literature I || D. Glen Smith, instructor

Emily Dickinson • Line nine refers to the idea that all things are mortal: from royalty and political celebrities, all die eventually, their crowns fall, political parties shift. No one is immune to the natural process. • The concluding line returns to the sensation of cold, returning full circle to the opening lines of the poem—and ironically following the circle motif of the second stanza. Here, the image utilized is snow, represented as soundless dots, snow fmakes falling on a landscape of snow— or even perhaps the atoms which make up the snow itself. 7 08.11.10 || English 2327: American Literature I || D. Glen Smith, instructor

Emily Dickinson #754 (“My Life Had Stood — A Loaded Gun”) • It is documented she lived under her father’s dominance in his house. • In her writing, when she uses masculine titles like Father or Sir or Master, it is often discussed whether they should be translated to the concept of an > Immortal Father > to a physical mortal father > or to the average male fjgure. • When she uses male fjgures in her work it is often speculated who she may have had in mind when the work was created. • In an interesting twist of gender-bending, there are known cases where she uses a masculine pronoun to refer to herself. 8 08.11.10 || English 2327: American Literature I || D. Glen Smith, instructor

Emily Dickinson Theme: • In the case of poem #754, the subject here is an undefjned “average” hunter. • Despite the fact the pronoun “Him” is shown in uppercase, she is not referring to God, or to a male relative. • Interestingly, here the poet-speaker is a personifjcation of a gun. • She depicted the instrument with murderous energy and intent. • It is only through the actions and “feelings” of an inanimate object she gives a “voice’ to the silent Master. • The last stanza establishes his mortality in the natural world and her seemingly immortality as an object. Some critics use this verse to show a religious leaning. 9 08.11.10 || English 2327: American Literature I || D. Glen Smith, instructor

Emily Dickinson • The opening stanza leads the reader to assume at fjrst the poet is human and she utilizes the gun as a metaphor for her life, and God as the “Owner” who claims her. • By the end of the second stanza it is apparent the voice is the persona of an actual weapon itself. There are two immediate interpretations of this technique: 1. This could be an ironic use of a female personae for a masculine equipment in a manner to twist the notion of the gun away from the expected Freudian concept of the weapon acting as a phallus. • Also important to consider, in Western expansion days, men named their guns after female names: Betty Lou, Lucy. 10 08.11.10 || English 2327: American Literature I || D. Glen Smith, instructor

Emily Dickinson • In modern times, musicians name their instruments with feminine titles: B.B. King calls his guitar “Lucille” for instance. 2. Dickinson may see herself in a male mask. Or even see the voice in terms of a non-gender, a neuter “it.” • The killing of the feminine doe appears as just a matter of fact event, a function of the weapon itself, and should not be taken as a symbolic act. • What is more interesting, if the personifjcation is a female voice, then the Gun takes on the role of a beloved. • She is identifjed and carried away as a love interest in the opening stanza. 11 08.11.10 || English 2327: American Literature I || D. Glen Smith, instructor

Emily Dickinson • Likewise, although she places her voice into what can be seen as a traditional subservient role, Dickinson uniquely contradicts the arrangement by showing she has power in the relationship. • Notice the gun is an active speaking, reacting image here. • The man on the other hand acts merely as a thumb, a small catalyst to the potency of herself as a weapon. A sense of empowerment is allowed to the inanimate object— the gun apparently fjres itself in stanza two. The owner is never shown in the act of pulling back the trigger—the gun “speaks” for him, showing the Master’s intentions while outdoors. • Apparently she has shot at a human before, judging from the language in stanza fjve. Any foe can not “stir the second time”— once is enough. 12 08.11.10 || English 2327: American Literature I || D. Glen Smith, instructor

Emily Dickinson • Stanza three presents an ironic word choice. The light of her smile is cordial . The word has many different possible denotations: 1. courteous and gracious; friendly; warm 2. invigorating the heart; stimulating 3. sincere; heartfelt 4. Archaic. of or pertaining to the heart Possibly #2 and #3 are likely meanings for her speaker. • Regardless, Dickinson is likewise twisting the meaning of the typical arrangement of the situation: which of the two are in control? With herself as the voice of a protagonist it would appear she is the controlling dominant force in the poem. The male is subjected to the background almost as an afterthought—forced into the role of a passive secondary character. 13 08.11.10 || English 2327: American Literature I || D. Glen Smith, instructor

Emily Dickinson • In the beginning two stanzas it appears he is in control— he picks her up and carries her away in an act of possession and aggression. By the third stanza however, she has reversed the situation. • At the closing of the poem, she realizes he will die eventually since he is a mortal-living being. She understands that he is mortal on earth. Plus, she is cognisant of the divine world, since he must be allowed to be immortal in heaven, whereas she cannot die. Although she is not alive, as an object she will outlive his physical body, because she cannot physically die. Eventually the metal will rust and decompose— but she does not have a soul. • In an unusual manner, Dickinson shows the ending not as a moralistic commentary, but a realistic matter-of-fact conclusion. 14 08.11.10 || English 2327: American Literature I || D. Glen Smith, instructor